| We again visit the workplace of employer 'Jack' | | | | Al! I want him to know when to focus on |
| and his new employee 'Al' who has Asperger | | | | something else that needs to be taken care of, or |
| Syndrome. In this small informal office, Al felt | | | | even just have lunch." |
| discomfort and confusion with ordinary routines | | | | The Plan: This was a two-step plan: |
| related to phones, break time and workplace | | | | 1. Jack worked with Al to clarify and prioritize |
| jargon. In this next phase of our work together, | | | | tasks that could be done over time, and tasks |
| we designed three customized action plans, which | | | | that had deadlines that were more pressing. He |
| helped Al succeed with the more social side of | | | | explained to Al that it was important and |
| office responsibilities. | | | | encouraged to stop and take breaks on occasions |
| Jack: "When it comes to the job he was hired to | | | | that threw the usual routine off schedule, such as |
| do, Al is outstanding. But when people skills are | | | | an office staff meeting or a birthday gathering. |
| required, he flounders. He goes off topic or seems | | | | 2. Jack and Al collaborated on a set of guiding |
| confused about what people do in ordinary daily | | | | questions, which helped to steer Al into another |
| situations." | | | | activity, if necessary. To help him break focus and |
| Jack decided he would work directly and | | | | evaluate, Al set his watch to beep three times a |
| discreetly with Al, to help him feel less 'centered | | | | day to remind him to review his questions list:o "Is |
| out' for this personalized training program. | | | | there something else I need to tend to right |
| Co-workers had 'supporting roles' but Jack was | | | | now?"o "Is something going on that everyone else |
| the one-to-one trainer and advocate for Al. | | | | is a part of?"o "What do I need to do before |
| We created action plans for these three social | | | | getting back to my work?" |
| aspects of office life: | | | | Al faithfully relied on his 'guiding questions' once he |
| 1. Telephone Conversation Skills | | | | experienced how good it felt to fit in with the |
| 2. Flexibility and Feelings of Fitting In | | | | normal office rhythms. |
| 3. Expressions of Speech | | | | Goal #3 Expressions of Speech |
| Goal #1 Telephone Conversation Skills | | | | Office life had its own culture and early on Al was |
| Jack: "Sometimes we have to rely on Al to cover | | | | grappling with language that, for him, was a garble |
| phones for parts of the day when the office is | | | | of confusing messages. |
| short on staff. Al tells me he has had some bad | | | | Jack: "Al is really mystified by phrases we all take |
| experiences trying to figure out what to say on | | | | for granted here. When we use expressions new |
| the phone. I can see he is anxious about this." | | | | to Al, like 'shift gears' or 'hit the ground running' I |
| The Plan: Al and Jack created a phone answering | | | | can see he is baffled. When a co-worker said "I |
| 'script sheet' that gave Al the words and phrases | | | | am fit to be tied," Al did not make the connection |
| for opening greetings, message taking, | | | | that his co-worker was feeling short of patience |
| transferring calls, general comments about who to | | | | and frustrated. |
| speak to for what, and a few social niceties. They | | | | The Plan: Al was encouraged to be honest and |
| role played privately in Jack's office. Jack asked Al | | | | ask people to rephrase statements or instructions |
| to keep his conversations business-like brief. Al's | | | | he did not understand. One of Al's strengths was |
| scripted answer to | | | | memory for information so once he understood |
| "How are you today?" was "Fine, thank you." | | | | he was on board when the expression came up |
| since Al was sometimes tempted to answer with | | | | again. His co-workers were very kind in helping |
| enthusiastic details more appropriate for social | | | | him with work-place vocabulary and Al enjoyed |
| conversation with friends. If someone's question | | | | that support. It was thrilling for him to experience |
| threw him a curve, Al's SOS script was "Please | | | | the feeling of belonging in this office, so it got to |
| hold for someone who can help you." and | | | | be something of a game for Al to find new work |
| immediately transfer the call to Jack or Jack's | | | | related figures of speech. |
| assistant. Al's phone skills grew and on his own | | | | In Closing: |
| initiative, he spent time sitting in areas where he | | | | These action plans took time and planning, but |
| could listen and learn from co-workers fielding | | | | were successful because Jack saw the long-term |
| phone calls. | | | | value in the commitment required. And Al, who |
| Goal #2 Flexibility and Feelings of Fitting In | | | | was painfully aware of his social skill 'deficits' was |
| Jack: "Al gets fixated on his work. It's a quality | | | | receptive to the program and delighted with the |
| that turns into a disadvantage at times. Other | | | | good feelings that come with support and |
| things come with this job! Time is open ended for | | | | progress. |